The Programmes
The five episodes of Aventuras Vascas cover many of the topics prescribed in the latest exam syllabuses. In addition the programmes address a number of the Programmes of Study described in the latest National Curriculum document. Some of these apply throughout the series. For example, during their stay Richard and Sophie constantly try to:
- express themselves using a range of vocabulary and structures (PoS 1c)
- correct and improve their pronunciation (PoS 2b)
- develop their independence in language learning (PoS 3d)
- use the target language effectively for the purpose of practical communication in progressively more demanding contexts (PoS 5b)
- consider the exeperiences and perspectives of people of another culture (PoS 4c and d)
The notes for each episode include a grid which breaks down the action and gives PoS references.
Sometimes a PoS is exemplified in an unusual way. For example the Interrelationship of sounds and spelling is underlined when Castellano speakers try to spell or pronounce English words according to Spanish rules, or when English speakers are confronted with bits of Basque.
Various devices useful for language-learning occur during the story. For example, different events may be reported at different times by different people — these accounts can be compared for language use.
The story offers several different learning situations.
- Native Spanish-speakers communicating among themselves are "overheard" by a) Richard and/or Sophie or by b) the viewer.
- Native speakers communicate with Richard and/or Sophie. The viewer must try to comprehend a) for him/herself b) through Richard’s or Sophie’s eyes.
- Richard and/or Sophie trying to make themselves understood — sometimes with difficulty, sometimes effectively and with varying degrees of complexity. The viewer can a) try to understand what they are saying, b) think how they could have done better.
For each episode there are notes for the teacher and two sheets of activities that can be printed off and given out to students.
The Activities
Where we suggest that an activity can be done during viewing, this depends on students seeing an episode several times, perhaps concentrating on different sections each time. In this case it is advisable not to ask students to do a worksheet activity during a first viewing.
For every programme we offer a vocabulary-based activity that focuses on useful or new words or phrases featured in that episode. Sometimes this may take the form of a matching task, sometimes students are asked to supply the English and sometimes the Spanish. These activities can usefully be done before viewing so that students are prepared before they see the programme.
For each episode there is a résumé of the action, often taking the form of Richard’s or Sophie’s holiday account. This résumé consolidates what has happened in the episode. By completing each of these activities students can build up a bank of information about the action.
In addition, for the first two programmes we offer a set of photographs of the main characters, together with a short description of each. This activity can either be done by individual students or by group of students working together to produce a wall-chart of the characters.
For each programme there is a grammar-based activity which could form a basis for more grammar work.
The last activity for each programme always gives one or more relevant website references, together with a suggested activity. Suggested websites can be accessed before viewing, between two viewings of a programme or as follow-up.
Where appropriate we have given the web reference for the Spanish language version — often this will help with formulating language needed for the follow-up activities. Incidentally it should also remind students that, especially in the Basque country, the Spanish language is referred to as Castellano.
Each episode also lends itself to extended role-play. Perhaps students could re-enact what they would do if faced with a difficult partner or a plate of squid!
Programa 1
As it follows Richard’s and Sophie’s travel to and arrival in their host families, this first episode offers an alternative slant on a range of GCSE language (for example, finding the way, asking about taking a shower and saying you need various items, introductions, eating habits and pastimes).
You may wish to direct students to the Guggenheim website now at http://www.bm30.es/proyectos/guggy_es.html. However, this topic will be dealt with in more detail in Programme 2.
This programme offers an almost complete selection of possessive pronouns (mi baño, tu habitación, su amiga, nuestro bar, nuestro piso, vuestro viaje, vuestra visita, su tinta). On a subsequent viewing you might write just these nouns up on the board and build up a table by asking students to supply the pronouns as they hear them.
At the airport the taxi-driver’s stream of Spanish offers a good example of how not to do it. However, do point out that he learns from his error and is careful latterly to enunciate carefully and slowly.
Ama (Basque for mother) introduces the idea of Basque as another living language . This thread will be developed in subsequent episodes. Meanwhile activity E offers web links to enable students to find out more about the origins and characteristics of Euskera.
The way the action shifts between Richard to Sophie offers examples of repeated or variant language (¿puedes darte una ducha? /¿puedo darme una ducha?, ¿no tienes toallas?/aquí tienes una toalla and so on).
The Bizkaia website at http://www.bizkaia.net/Bizkaia/castellano/
Informacion_general/Rutas_y_lugares/C1BERMEO.HTM has an excellent recipe for Txipirones.
Abuela’s efforts to explain to Richard about Joseba and his exams is the first of several examples of redrafting language to make someone understand.
Richard’s interest in pelota anticipates a plot thread that will be developed in Episode 3. For students who cannot wait, here is the website address: http://www.aspepelota.com/historia.htm
Actividad A
This activity could be done as a preparatory activity, with students checking their answers as they view. Alternatively you may prefer to have the students view the programme once before attempting this activity, checking their answers on a subsequent viewing. All these expressions have been chosen because they offer useful language that can be used in a variety of different situations. As a follow-up activity some students might be able to think of further situations in which they can be used.
Actividad B
This photo-based activity offers students a chance to recap on who the different characters are. Students can either have individual copies of the sheets or you might prefer to blow up one sheet and get students to prepare a wall display for the whole class.
Actividad C
A task focusing on various cultural issues that are thrown up in this episode. If issues like having to retake failed exams have gone unnoticed, this activity should help to bring them to students’ notice.
Actividad D
Another resume of the events of the first episode, this time from Sophie’s point of view. The missing words are all nouns.
Actividad E
Just accessing these websites will provide students with geographical, historical, cultural and linguistic information on the Basque Country and Getxo. The questions guide students towards the relevant web-pages within the site. There will be opportunities to visit both these sites during work on subsequent programmes.
Programa 2
Mikel discovers Sophie may have family links with Athletic Bilbao football team. Richard meets and loses the girl of his dreams. Joseba continues to behave strangely.
In the museum, Ainhoa’s attempts to elicit from Richard how long he has been learning Spanish offer just one example in this episode of how their Spanish-speaking hosts try manipulate language to facilitate comprehension.
Actividad A
A pre-viewing vocabulary-based activity, featuring a mixture of reminders about useful expressions and a few more specialised ones that students may not have met.
Some of the more up-to-date expressions may be news to teachers too! Pre-knowledge of all these expressions will aid students’ comprehension of other language items during viewing. You may like to give more able students a list of the English expressions first and ask them to see how many of the Spanish equivalents they can find.
Actividad B
Actividad B uses a range of different question words; this exercise requires students to listen out for and note down times, money, number of years and so on. Be prepared to run the tape back, so that they can hear each piece of information several times.
Actividad C
Actividad C provides more information about the main characters to add to individual or classroom dossiers. A photograph of Ainhoa is now added.
Actividad D
Actividad D offers students a chance to push Richard’s C-grade work up to a higher grade by choosing appropriate conjunction to link these short sentences.
Actividad E
Actividad E focuses on parts of the verb ser that occur in the Programme. Students need to think about tense and person before selecting the appropriate form. A similar exercise could be carried out with various forms of tener or estar.
Actividad F
Actividad F directs students towards the websites for the City of Bilbao and the Guggenheim. Besides trying to answer the questions suggested here, this is a chance to find out more about both these institutions.
Programme 3 features more information on Bilbao Athletic Club and the Bilbao metro. However for students who cannot wait, here are the relevant web details.
Programa 3
This programme sees a hotting up of the action as Sophie discovers Mikel has a secret, Richard searches for his Mystery Girl only to find her close to home, Joseba is seen frequenting the unsavoury Sergio and Noemi and Sophie makes a dramatic discovery about her ancestor.
Tip: To make sure that students have grasped all the ramifications of the plot, show the programme all through once and then again in sections.
Notice that Mikel’s friend, Iker, refers to the sea poetically as "la mar".
The interlude at the school gives some interesting illustrations of ourselves as others see us, with Ainhoa’s friends offering their own views of the English school dress code. Students could be asked to make a list in Spanish of the differences highlighted here.
Sections like Richard’s fruitless search on the beach and the discovery of the photo in the Archive re-present very familiar GCSE language in new contexts.
Actividad A
Actividad A offers a chance to prepare some potentially tricky expressions before viewing. Once the meanings of these have been established and they have seen them ‘’in action’’, students could be asked to reuse them in sentences of their own. It is particularly crucial to the action that students understand the meaning of apostar/hacer apuestas.
Actividad B
Actividad B can be tackled during a subsequent viewing. Rather than introducing it cold, you may prefer to have students write down what they think the answers are and then check as they view.
Actividad C
Actividad C provides the latest and last additions to the picture gallery.
Actividad D
This report provides a resume of the action from Sophie’s viewpoint.
Actividad E
This is one version of the recipe for Merluza en Salsa Verde. Put all the ingredients into a flat flame-proof utensil, cover them with olive oil and cook on top of the stove on a very low heat. (Don’t heat the oil first!) During cooking, shake the dish to and fro without lifting it off the heat. When the fish is cooked the sauce should have taken on a creamy consistency. During cooking you can add more fish stock, water, or a mixture of white wine and water if necessary.
Actividad F
This time the net activity concentrates on AC Bilbao and the Bilbao metro. It is well worth visiting both these sites. The official AC Bilbao site offers a chance to hear the Club song as well as information about the founders (there really was a Langford!) and a collection of fascinating facts which offer practice in the superlative (el mayor número de partidos sin perder… , el equipo menos batido… etc.). One interesting piece of information in these days of international teams is that AC Bilbao still only fields players who were born and trained in the Basque country.
On the Metro website students can trace Richard’s route and see how much his ticket cost. The site also offers information about the planning and construction of this model transport system, including photos of features such as the delightfully-named Fosteritos.
Programa 4
In this episode much of the action focuses on Joseba’s gambling problems. Light relief is provided by Sophie’s trials and tribulations in the bar and Mikel finally admits to her his hopes for the future.
Abuela confronts Sergio and gains a notable victory. In her dignified approach, the use of the formal Usted contrasts with Sergio’s familiar tú form of address.
Actividad A
As usual, Actividad A offers a pre-viewing checklist of some trickier vocabulary items and expressions, which should facilitate comprehension. Again, many of these expressions can be re-used in different contexts.
Actividad B
As in real life, when characters recap and compare notes on the same events, they employ changes in verb forms, pronoun use or word order. Actividad B picks up on this. Once the activity has been tackled, during a subsequent viewing you may like to ask students to note down further linked expressions; for example those using parts of the verb apostar or apuestas.
Actividad C
Actividad C looks at the cultural differences brought to light by Sophie’s stint in the bar. Notice that snacks are tapas in most parts of Spain but pintxos in the Basque country. This scene should alert students to the fact that if they are visiting Spain or the Basque country and want a cup of tea they should specify un té con leche frío, similarly that omelette is most often encountered in the form of tapas/pintxos — cold and in slices.
Actividad D
Actividad D picks up on the feature highlighted in Actividad B. There are actually five similarities to be found in the two reports but in each case the wording varies from one to the other.
Actividad E
The origins of the game of pelota are very old. It may have come from the Greeks or Romans. It is now played not only in the País Vasco but also in places as far away as Mexico, Hong-Kong and the Phillipines. There are twenty-one distinct versions of the game in existence. Some of them are more widespread than others. The version seen on the film is pelota de mano. This is the oldest and hardest form of the game. Other versions involve hitting the ball with a bat, a racquet or a basket. Nowadays the players usually play on a court or frontón, hitting the ball against the wall.
The website for the Pelota Association contains a wealth of detail — including twelve pages of linked vocabulary! There is even a whole section on "apuestas", demonstrating that this is an integral part of the pelota experience.
Students who find all this too much to take might prefer to visit the País Vasco website at http://www.euskadi.net/indice_c.htm to learn about the wealth of other sports available for visitors to the area as well as finding out more about typical trial-of-strength Basque sports like wood-cutting or the moving of huge stones by men or bulls.
Programa 5
The denouement of the story is set in Bermeo, a picturesque seaside resort where a fiesta is taking place. First however, Sophie must hire a dress, since she will be dancing with Ainhoa. (Once again this allows for some recycling of ‘’typical’’ GCSE role-play language.) Ainhoa and Richard indulge in some angst about the future. Since her plans don’t involve travel, he must be a New Man and tailor his plans to suit her! Mikel takes Sophie on a trip to Plentzia. Their relationship remains on a friendly basis.
Meanwhile the relationship between Joseba and Abuela continues to improve as he accompanies her around Getxo. This in turn leads to a meeting with the other family and a jolly evening in the bar. When Mikel breaks the news to his mother about his sea-going plans she is predictably understanding and we are left feeling that things will be all right.
The trip to Bermeo nearly ends in tears when Sergio and Noemi turn up. However the day is saved by Sophie and Mikel, with Sergio and Noemi getting their comeuppance — at least till after the fiesta!
Actividad A
Before viewing, get students to look up the suggested new vocabulary in Actividad A. Once again not only will it prove very useful for comprehension of the programme but students could be encouraged to make sentences of their own re-using these words or phrases.
Actividad B
Actividad B focuses on subject and direct object pronouns. Remind students to look at the person of the verb before deciding on their answer. After making a start on the exercise, they could check and complete it during a subsequent viewing.
Actividad C
Once Actividad C has been completed, students should have a résumé of the episode.
Actividad D
Actividad D reviews various Basque words that have occurred over the five episodes, together with a few other basic items. To find the Castellano equivalent of each item, students will need to work out the meaning of each definition.
Actividad E
Finally Actividad E offers work based on three websites. While the first two provide opportunities to find out more about Bermeo, the third one invites viewers to discover more about the fantastic range of aquatic and other sports available in the Getxo area.
© 2000 Channel Four Television Corporation
